*4A: On Friday, read Invisible Boy. Stopped in between to ask, “Have you ever felt this way before?”
*Gave Michelle Ko’s survey. Now, will move into the belonging chart. 

*4B: Students creating essential agreements together. S’s brought family photos from home and created frames organically showing themselves and connecting to who am I

*4C: also using the chart from 4E. Had the kids update on their own. Waited for the kids to start noticing. 

*4D: kids bring their family photos and had it displayed. Really wanted the parents to see it so that they can see themselves in the classrooms. 

*4E: using this chart on a weekly basis (0-5). Every Friday, students reflect and update it by writing their feelings on a sticky note. They put it in their notebooks each week. When they notice that not everyone is in 5- they brainstorm what they can do to encourage everyone to feel in. 

Sarah: ask: what specific actions make you feel ______way? What specific things can you do to make others feel belong? 

* 5A: Read invisible boy and another belonging book. Discussed what belonging feels/doesn’t feel like. Last week tried doing a small act of kindness for someone- i.e, smile at someone or say hello. 

* 5D: Kids are working to accept each other more. Still working on what a small problem vs a big problem is. 

*5B: Focusing on roles in collab. Each student should have an intentional role that gives them an opportunity to try something they wouldn’t necessarily would have done. Kids signing up to lead morning meetings as a pair or on their own. Kids are going to each other for help vs going to teachers. 

*5C: Utilizing anonymous form for kids to express concerns, ask questions, etc. Can leave name if they want to follow up with a teacher, or say that they want us to address it w/ whole class, or not follow up at all. iPad Zoom for kid out with COVID. 

*5E: New student joined today. Mom expressed concern about him being able to fit in. Susan assigned him a buddy who has been proactive in showing him around; showing him belonging off the bat. 

3학년 - 캘리그라피

2학년- 벨타워 모자이크

What statements?

ex) Let’s play together

1학년 - 애국가와 무궁화(?)

-Mental health check used in the morning

-Photos of the students showcasing a certain Learner Profile in action and their definitions for one of the Attitudes (Empathy)

-Greetings in the languages we have in our class

-Student voices in defining the CI Core Values

During the closing meeting, we try to do reflection together by sharing 1 star and 1 wish for the day. 

-We have a bookcase for our student writers. Whenever they complete a book, students can add it to this shelf for others to enjoy.